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 _oyce Farrel

COMPREHENSIVE
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 ••
VII

•
Preface . . • • • • • • • • • • • • • • XVI

CHAPTER 1 An Overview of Computers and Programming . 1

Understanding Computer Systems . . . . . . . . . . . . .2
Understanding Simple Program Logic . . . . . . . . . . . .5
Understanding the Program Development Cycle . . . . . . .8
Understanding the Problem. . . . . . . . . . . . . . . .8
Planning the Logic. . . . . . . . . . . . . . . . . . . 10
Coding the Program . . . . . . . . . . . . . . . . . . 10
Using Software to Translate the Program into Machine
Language . . . . . . . . . . . . . . . . . . . . . . 11
Testing the Program . . . . . . . . . . . . . . . . . . 12
Putting the Program into Production. . . . . . . . . . . 13
Maintaining the Program . . . . . . . . . . . . . . . . 14
Using Pseudocode Statements and Flowchart Symbols . . . 15
Writing Pseudocode . . . . . . . . . . . . . . . . . . 15
Drawing Flowcharts . . . . . . . . . . . . . . . . . . 17
Repeating Instructions . . . . . . . . . . . . . . . . . 19
Using a Sentinel Value to End a Program . . . . . . . . . 20
Understanding Programming and User Environments . . . . 23
Understanding Programming Environments . . . . . . . 23
Understanding User Environments . . . . . . . . . . . 25
Understanding the Evolution of Programming Models . . . . 27
Chapter Summary . . . . . . . . . . . . . . . . . . . . 28
Key Terms . . . . . . . . . . . . . . . . . . . . . . . 29
Exercises. . . . . . . . . . . . . . . . . . . . . . . . 32

CHAPTER 2 Elements of High-Quality Programs . • • • . 38

Declaring and Using Variables and Constants • • • • • • • 39
Understanding Data Types . • • • • • • • • • • • • • • 39
Understanding Unnamed, Literal Constants • • • • • • • 39
Working with Variables . • • • • • • • • • • • • • • • • 40
Understanding a Declaration's Data Type • • • • • • • • 41

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 CONTENTS

Understanding a Declaration's Identifier . • • • • • • • • 42

Assigning Values to Variables. • • • • • • • • • • • • • 45
Declaring Named Constants • • • • • • • • • • • • • • 46
Performing Arithmetic Operations. • • • • • • • • • • • • 47
•••
The Integer Data Type . • • • • • • • • • • • • • • • • 50
VIII Understanding the Advantages of Modularization . • • • • • 51
Modularization Provides Abstraction. • • • • • • • • • • 52
Modularization Helps Multiple Programmers to Work
on a Problem • • • • • • • • • • • • • • • • • • • • 53
Modularization Allows You to Reuse Work • • • • • • • • 53
Modularizing a Program • • • • • • • • • • • • • • • • 54
Declaring Variables and Constants within Modules • • • • • 58
Understanding the Most Common Configuration
for Mainline Logic • • • • • • • • • • • • • • • • • • • 60
Creating Hierarchy Charts • • • • • • • • • • • • • • • 64
Features of Good Program Design • • • • • • • • • • • • 66
Using Program Comments • • • • • • • • • • • • • • • 67
Choosing Identifiers . • • • • • • • • • • • • • • • • • 69
Designing Clear Statements • • • • • • • • • • • • • • 71
Writing Clear Prompts and Echoing Input • • • • • • • • 72
Maintaining Good Programming Habits • • • • • • • • • • 74
Chapter Summary . • • • • • • • • • • • • • • • • • • • 75
Key Terms • • • • • • • • • • • • • • • • • • • • • • • 76
Exercises. • • • • • • • • • • • • • • • • • • • • • • • 79

CHAPTER 3 Understanding Structure . • • • • • • • • . 87

The Disadvantages of Unstructured Spaghetti Code • • • • 88

Understanding the Three Basic Structures . • • • • • • • • 90

The Sequence Structure . • • • • • • • • • • • • • • • 90
The Selection Structure • • • • • • • • • • • • • • • • 91
The Loop Structure • • • • • • • • • • • • • • • • • • 92
Combining Structures • • • • • • • • • • • • • • • • • 93
Using a Priming Input to Structure a Program • • • • • • • 99
Understanding the Reasons for Structure • • • • • • • • .106
Recognizing Structure . • • • • • • • • • • • • • • • • .107
Structuring and Modularizing Unstructured Logic . • • • • .110
Chapter Summary . • • • • • • • • • • • • • • • • • • .115
Key Terms • • • • • • • • • • • • • • • • • • • • • • .115
Exercises. • • • • • • • • • • • • • • • • • • • • • • .117

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 CONTENTS

CHAPTER 4 Making Decisions • • • • • • • • • • • • 124

The Selection Structure • • • • • • • • • • • • • • • • .125
Using Relational Comparison Operators . • • • • • • • • .129
Avoiding a Common Error with Relational Operators • • .133
Understanding AND Logic • • • • • • • • • • • • • • • .134 •
IX
Nesting AND Decisions for Efficiency • • • • • • • • • .137
Using the AND Operator . • • • • • • • • • • • • • • .139
Avoiding Common Errors in an AND Selection • • • • • .141
Understanding OR Logic . • • • • • • • • • • • • • • • .143
Writing OR Selections for Efficiency. • • • • • • • • • .145
Using the OR Operator. • • • • • • • • • • • • • • • .14 7
Avoiding Common Errors in an OR Selection . • • • • • .147
Understanding NOT Logic • • • • • • • • • • • • • • • .153
Avoiding a Common Error in a NOT Expression. • • • • .154
Making Selections within Ranges • • • • • • • • • • • • .155
Avoiding Common Errors When Using Range Checks • • .15 7
Understanding Precedence When Combining
AND and OR Operators • • • • • • • • • • • • • • • • .160
Understanding the case Structure • • • • • • • • • • • .163
Chapter Summary . • • • • • • • • • • • • • • • • • • .165
Key Terms • • • • • • • • • • • • • • • • • • • • • • .166
Exercises. • • • • • • • • • • • • • • • • • • • • • • .167

CHAPTER 5 Looping • • • • • • • • • • • • • • • . 176

Appreciating the Advantages of Looping. . . . . . . . . .177
Using a Loop Control Variable . . . . . . . . . . . . . .1 79
Using a Definite Loop with a Counter . . . . . . . . . .179
Using an Indefinite Loop with a Sentinel Value . . . . . .181
Understanding the Loop in a Program's Mainline Logic . .183
Nested Loops. . . . . . . . . . . . . . . . . . . . . .185
Avoiding Common Loop Mistakes . . . . . . . . . . . . .190
Mistake: Failing to Initialize the Loop Control Variable. . .190
Mistake: Neglecting to Alter the Loop Control Variable .. 191
Mistake: Using the Wrong Type of Comparison When
Testing the Loop Control Variable . . . . . . . . . . .192
Mistake: Including Statements Inside the Loop Body
that Belong Outside the Loop . . . . . . . . . . . . .194
Using a for Loop . . . . . . . . . . . . . . . . . . . .199
Using a Posttest Loop . . . . . . . . . . . . . . . . . . 201
Recognizing the Characteristics Shared
by Structured Loops . . . . . . . . . . . . . . . . . . 203
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 CONTENTS

Common Loop Applications • • • • • • • • • • • • • • .205

Using a Loop to Accumulate Totals • • • • • • • • • • . 205
Using a Loop to Validate Data • • • • • • • • • • • • .209
Limiting a Reprompting Loop . • • • • • • • • • • • • .209
Validating a Data Type . • • • • • • • • • • • • • • • . 212
x Validating Reasonableness and Consistency of Data • • . 213
Comparing Selections and Loops . • • • • • • • • • • • . 214
Chapter Summary . • • • • • • • • • • • • • • • • • • .218
Key Terms • • • • • • • • • • • • • • • • • • • • • • .218
Exercises. • • • • • • • • • ••• • • • • • • • • • • . 220

CHAPTER 6 Arrays. • • • • • • • • • • • • • • • • 227

Storing Data in Arrays . • • • • • • • • • • • • • • • • . 228
How Arrays Occupy Computer Memory • • • • • • • • . 228
How an Array Can Replace Nested Decisions. • • • • • • . 231
Using Constants with Arrays • • • • • • • • • • • • • • .238
Using a Constant as the Size of an Array • • • • • • • .238
Using Constants as Array Element Values • • • • • • • .239
Using a Constant as an Array Subscript . • • • • • • • . 239
Searching an Array for an Exact Match • • • • • • • • • .240
Using Parallel Arrays • • • • • • • • • • • • • • • • • .244
Improving Search Efficiency • • • • • • • • • • • • • .248
Searching an Array for a Range Match. • • • • • • • • • .250
Remaining within Array Bounds . • • • • • • • • • • • • .255
Understanding Array Size • • • • • • • • • • • • • • . 255
Understanding Subscript Bounds • • • • • • • • • • • .255
Using a for Loop to Process an Array • • • • • • • • • .258
Chapter Summary . • • • • • • • • • • • • • • • • • • .260
Key Terms • • • • • • • • • • • • • • • • • • • • • • . 261
Exercises. • • • • • • • • • • • • • • • • • • • • • • .261

CHAPTER 7 Fi Ie Handling and Applications • • • • • • 272

Understanding Computer Files • • • • • • • • • • • • • .273
Organizing Files. • • • • • • • • • • • • • • • • • • . 274
Understanding the Data Hierarchy. • • • • • • • • • • • . 275
Performing File Operations . • • • • • • • • • • • • • • .277
Declaring a File Identifier. • • • • • • • • • • • • • • . 277
Opening a File • • • • • • • • • • • • • • • • • • • . 278
Reading Data from a File and Processing It • • • • • • . 278
Writing Data to a File • • • • • • • • • • • • • • • • .281
Closing a File . • • • • • • • • • • • • • • • • • • • . 281
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 CONTENTS

A Program that Performs File Operations • • • • • • • .282

Understanding Control Break Logic • • • • • • • • • • • . 285
Merging Sequential Files . • • • • • • • • • • • • • • • .290
Master and Transaction File Processing • • • • • • • • • .299
Random Access Files • • • • • • • • • • • • • • • • • .308 •
Chapter Summary . • • • • • • • • • • • XI
• • • • • • • . 309
Key Terms • • • • • • • • • • • • • • • • • • • • • • . 310
Exercises. • • • • • • • • • • • • • • • • • • • • • • . 312

CHAPTER 8 Advanced Data Handling Concepts • • • • • 321

Understanding the Need for Sorting Data • • • • • • • • . 322
Using the Bubble Sort Algorithm • • • • • • • • • • • • .324
Understanding Swapping Values • • • • • • • • • • • .324
Understanding the Bubble Sort . • • • • • • • • • • • .325
Sorting Multifield Records • • • • • • • • • • • • • • • .340
Sorting Data Stored in Parallel Arrays . • • • • • • • • .340
Sorting Records as a Whole • • • • • • • • • • • • • .341
Other Sorting Algorithms. • • • • • • • • • • • • • • • .342
Using Multidimensional Arrays • • • • • • • • • • • • • . 345
Using Indexed Files and Linked Lists • • • • • • • • • • . 351
Using Indexed Files • • • • • • • • • • • • • • • • • . 352
Using Linked Lists. • • • • • • • • • • • • • • • • • . 353
Chapter Summary . • • • • • • • • • • • • • • • • • • . 356
Key Terms • • • • • • • • • • • • • • • • • • • • • • .35 7
Exercises. • • • • • • • • • • • • • • • • • • • • • • . 358

CHAPTER 9 Advanced Modularization Techniques . . . 366

The Parts of a Method . . . . . . . . . . . . . . . . . . 36 7
Using Methods with no Parameters . . . . . . . . . . . . 368
Creating Methods that Require Parameters . . . . . . . . 3 71
Creating Methods that Require Multiple Parameters. . . . 3 77
Creating Methods that Return a Value . . . . . . . . . . . 379
Using an IPO Chart . . . . . . . . . . . . . . . . . . 384
Passing an Array to a Method . . . . . . . . . . . . . . 386
Overloading Methods . . . . . . . . . . . . . . . . . . 394
Avoiding Ambiguous Methods. . . . . . . . . . . . . . 39 7
Using Predefined Methods . . . . . . . . . . . . . . . . 400
Method Design Issues: Implementation Hiding, Cohesion,
and Coupling . . . . . . . . . . . . . . . . . . . . . 402
Understanding Implementation Hiding . . . . . . . . . .402
Increasing Cohesion . . . . . . . . . . . . . . . . . . 403
Reducing Coupling. . . . . . . . . . . . . . . . . . . 404
Understanding Recursion. . . . . . . . . . . . . . . . . 405
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 CONTENTS

Chapter Summary . • • • • • • • • • • • • • • • • • • .410

Key Terms • • • • • • • • • • • • • • • • • • • • • • . 411
Exercises. • • • • • • • • • • • • • • • • • • • • • • .412

••
CHAPTER 10 Object-Oriented Programming. • • • • • • 420
XII
Principles of Object-Oriented Programming • • • • • • • .421
Classes and Objects. • • • • • • • • • • • • • • • • .421
Polymorphism. • • • • • • • • • • • • • • • • • • • .424
Inheritance • • • • • • • • • • • • • • • • • • • • • .426
Encapsulation . • • • • • • • • • • • • • • • • • • • .426
Defining Classes and Creating Class Diagrams . • • • • • .428
Creating Class Diagrams. • • • • • • • • • • • • • • .430
The Set Methods • • • • • • • • • • • • • • • • • • .433
The Get Methods • • • • • • • • • • • • • • • • • • .434
Work Methods. • • • • • • • • • • • • • • • • • • • .435
Understanding Public and Private Access • • • • • • • • .437
Organizing Classes • • • • • • • • • • • • • • • • • • .440
Understanding Instance Methods • • • • • • • • • • • • .441
Understanding Static Methods • • • • • • • • • • • • • .447
Using Objects. • • • • • • • • • • • • • • • • • • • • .448
Passing an Object to a Method . • • • • • • • • • • • .449
Returning an Object from a Method . • • • • • • • • • .450
Using Arrays of Objects • • • • • • • • • • • • • • • .453
Chapter Summary . • • • • • • • • • • • • • • • • • • .455
Key Terms • • • • • • • • • • • • • • • • • • • • • • .456
Exercises. • • • • • • • ••• • • • • • • • • • • • • .458

CHAPTER 11 More Object-Oriented Programming

Concepts • • • • • • • • • • • • • • • 464
Understanding Constructors • • • • • • • • • • • • • • .465
Default Constructors • • • • • • • • • • • • • • • • .466
Non-default Constructors. • • • • • • • • • • • • • • .468
Overloading Instance Methods and Constructors . • • • .469
Understanding Destructors. • • • • • • • • • • • • • • .472
Understanding Composition • • • • • • • • • • • • • • .474
Understanding Inheritance . • • • • • • • • • • • • • • . 475
Understanding Inheritance Terminology • • • • • • • • .478
Accessing Private Fields and Methods
of a Parent Class. • • • • • • • • • • • • • • • • • .481
Overriding Parent Class Methods in a Child Class. • • • .486

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 CONTENTS

Using Inheritance to Achieve Good Software Design . . . 486

An Example of Using Predefined Classes:
Creating GUI Objects . . . . . . . . . . . . . . . . . . 487
Understanding Exception Handling . . . . . . . . . . . . 488
Drawbacks to Traditional Error-Handling Techniques . . . 489 • ••
The Object-Oriented Exception-Handling Model . . . . . . 491 XIII

Using Built-in Exceptions and Creating

Your Own Exceptions . . . . . . . . . . . . . . . . .493
Reviewing the Advantages of Object-Oriented Programming 494
Chapter Summary . . . . . . . . . . . . . . . . . . . . 495
Key Terms . . . . . . . . . . . . . . . . . . . . . . . 496
Exercises. . . . . . . . . . . . . . . . . . . . . . . . 49 7

CHAPTER 12 Event-Driven GUI Programming,

Multithreading, and Animation • • • • • . 507
Understanding Event-Driven Programming . . . . . . . . . 508
User-Initiated Actions and GUI Components . . . . . . . . 511
Designing Graphical User Interfaces . . . . . . . . . . . 514
The Interface Should Be Natural and Predictable . . . . . 514
The Interface Should Be Attractive, Easy to Read ,
and Nondistracting . . . . . . . . . . . . . . . . . . 515
To Some Extent, It's Helpful If the User Can Customize
Your Applications . . . . . . . . . . . . . . . . . . . 516
The Program Should Be Forgiving. . . . . . . . . . . . 516
The GUI Is Only a Means to an End . . . . . . . . . . . 516
Developing an Event-Driven Application . . . . . . . . . . 517
Creating Wireframes. . . . . . . . . . . . . . . . . . 518
Creating Storyboards . . . . . . . . . . . . . . . . . 518
Defining the Storyboard Objects in an Object Dictionary. . 519
Defining Connections Between the User Screens . . . . . 520
Planning the Logic . . . . . . . . . . . . . . . . . . . 520
Understanding Threads and Multithreading. . . . . . . . . 525
Creating Animation . . . . . . . . . . . . . . . . . . . 528
Chapter Summary . . . . . . . . . . . . . . . . . . . . 531
Key Terms . . . . . . . . . . . . . . . . . . . . . . . 532
Exercises. . . . . . . . . . . . . . . . . . . . . . . . 533

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 CONTENTS

APPENDIX A Understanding Numbering Systems

and Computer Codes . . . . . . • • • . 539

APPENDIX B Solving Difficult Structuring Problems . • • 547

•
XIV
Glossary. • • • • • • • • • • • • • • • 556
Index • • • • • • • • • • • • • • • • • 571

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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 •
XVI

Programming Logic and Design, Comprehensive, Ninth Edition, provides the beginning
programmer with a guide to developing structured program logic. This textbook assumes
no programming language experience. The writing is nontechnical and emphasizes
good programming practices. The examples are business examples; they do not assume
mathematical background beyond high school business math.
Additionally, the examples illustrate one or two major points; they do not contain so
many features that students become lost following irrelevant and extraneous details. The
examples in this book have been created to provide students with a sound background in
logic, no matter what programming languages they eventually use to write programs. This
book can be used in a stand-alone logic course that students take as a prerequisite to a
programming course, or as a companion book to an introductory programming text using
any programming language.

Organization and Coverage

Programming Logic and Design, Comprehensive, Ninth Edition, introduces students to
programming concepts and enforces good style and logical thinking. General programming
concepts are introduced in Chapter 1.
Chapter 2 discusses using data and introduces two important concepts: modularization
and creating high-quality programs. It is important to emphasize these topics early so
that students start thinking in a modular way and concentrate on making their programs
efficient, robust, easy to read, and easy to maintain.
Chapter 3 covers the key concepts of structure, including what structure is, how to
recognize it, and most importantly, the advantages to writing structured programs. This
chapter's content is unique among programming texts. The early overview of structure
presented here provides students a solid foundation for thinking in a structured way.
Chapters 4, 5, and 6 explore the intricacies of decision making, looping, and array
manipulation. Chapter 7 provides details of file handling so that students can create
programs that process a significant amount of data.
In Chapters 8 and 9, students learn more advanced techniques in array manipulation and
modularization. Chapters 10 and 11 provide a thorough, yet accessible, introduction to con-
cepts and terminology used in object-oriented programming. Students learn about classes,
objects, instance and static class members, constructors, destructors, inheritance, and the

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 Organization and Coverage J

advantages of object-oriented thinking. Chapter 12 explores some additional

object-oriented programming issues: event-driven GUI programming, multithreading,
and animation.
Two appendices instruct students on worl<ing with numbering systems and providing
structure for large programs. ••
XVII
Programming Logic and Design combines text explanation with flowcharts and pseudocode
examples to provide students with alternative means of expressing structured logic.
Numerous detailed, full-program exercises at the end of each chapter illustrate the concepts
explained within the chapter, and reinforce understanding and retention of the material
presented.
Programming Logic and Design distinguishes itself from other programming logic bool<s in
the following ways:
• It is written and designed to be non-language specific. The logic used in this book can
be applied to any programming language.
• The examples are everyday business examples: no special l<nowledge of mathematics,
accounting, or other disciplines is assumed.
• The concept of structure is covered earlier than in many other texts. Students are
exposed to structure naturally, so that they will automatically create properly designed
programs.
• Text explanation is interspersed with both flowcharts and pseudocode so that students
can become comfortable with these logic development tools and understand their inter-
relationship. Screen shots of running programs also are included, providing students
with a clear and concrete image of the programs' execution.
• Complex programs are built through the use of complete business examples. Students
see how an application is constructed from start to finish, instead of studying only
segments of a program.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 This text focuses on helping students become better programmers, as well as helping them
understand the big picture in program development through a variety of features. Each
chapter begins with objectives and ends with a list of l<ey terms and a summary; these
•• •
XVIII useful features will help students organize their learning experience.

Using a Priming Input to Structure a Program )

~~~~~~~~~~~~~~

105
eclarations
num originalNumber
num calculatedAnswer

Yes

input
No
originalNumber
stop
calculatedAnswer =
originalNumber * 2

output
calculatedAnswer

Figure 3-17 Structured but incorrect solution to the number-doubling problem

tested. Instead, a result is calculated and displayed one last time before the loop-controlling
test is made again. If the program was written to recognize eof when ori gi na1 Number is 0,
then an extraneous answer of O will be displayed before the program ends. Depending on
the language you are using and on the type of input being used, the results might be worse:
The program might terminate by displaying an error message or the value output might
be indecipherable garbage. In any case, this last output is superfluous-no value should be
doubled and output after the eof condition is encountered.
As a general rule, a program-ending test should always come immediately after an input
statement because that's the earliest point at which it can be evaluated. Therefore, the best
solution to the number-doubling problem remains the one shown in Figure 3-16-the
structured solution containing the priming input statement.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 Understanding Simple Program Logic

• The instruction myAnswer = myNumber '~ 2 is an example of a processing operation.

In most programming languages, an asterisk is used to indicate multiplication, so this
instruction means "Change the value of the memory location myAnswe r to equal the •
value at the memory location myNumber times two'.' Mathematical operations are not the
XIX
~---·-------------0. . nl......_k__i...::
nd of processing operations, but they are very typical. As with input operations,
hardware used for processing is irrelevant-after you write a program, it can 7
computers of different brand names, sizes, and speeds.
VIDEO LESSONS her-doubling program, the output myAnswer instruction is an example of an
ration. Within a particular program, this statement could cause the output
n the monitor (which might be a flat-panel plasma screen or a smartphone
the output could go to a printer (which could be laser or ink-jet), or the
d be written to a disk or DVD. The logic of the output process is the same no
t hardware device you use. When this instruction executes, the value stored
at the location named myAnswer is sent to an output device. (The output
remains in computer memory until something else is stored at the same
memory location or power is lost.)

Watch the video A Simple Program.

Computer memory consists of millions of numbered locations where data can be stored. The memory
location of myNumber has a specific numeric address, but when you write programs, you seldom need
to be concerned with the value of the memory address; instead, you use the easy-to-remember name
you created. Computer programmers often refer to memory addresses using hexadecimal notation,
or base 16. Using this system, they might use a value like 42FF01A to refer to a memory address.
Despite the use of letters, such an address is still a number. Appendix A contains information about the
hexadecimal numbering system.

Understanding Simple Program

1. A program with syntax errors can execute but

results.
2. Although the syntax of programming language
logic can be expressed in different languages.
3. Most simple computer programs include steps
processing, and output.

·si1nsaJ i:>aJJO:>U! a:>npoJd l4~!W inq 'ain:>axa ue:> SJOJ

~ain:>axa iouue:> s1011a xeiuAs 4l!M weJ~oJd

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 ssess

xx

______fl~f!!i~ii!!wtii...!!..!::!:!!.
. .!:!_[~.:.:
An Overview of Computers and Programming

Exercises

1~=r Review Questions

32
1. Computer programs also are known as - - - - - -·
a. data c. software
b. hardware d. information
2. The major computer operations in
a. input, processing, and output
b. hardware and software
c. sequence and looping
d. spreadsheets, word processin
Visual Basic, C++, and Java are all
a.
b.
operating systems
programming languages
A programming language's rules
I Programming Exercises
1. Assume that the following variables contain the values shown:
a. syntax 170 numberBig = 100 wo rdBig = "Constitution"
b. logic numberMedium = 10 wo rdMedium = "Dance"
numberSma11 = 1 wordSma11 = "Toy"
The most important task of a c01n
For each of the following Boolean expressions, decide whether the statement is
a. create the rules for a program true, false, or illegal.
b. translate English statements i a. numberBig > numbe rSmall
c. translate program1n ing langua b. numberBig < numbe rMedi um
d. execute machine language pr c. numberMedi um = numbe rSmall
d. numberBig = wordBig
& numberBig = ''Big''
( wordMedi um > wordSmal l
g. wordSmal l = "TOY"
h. numberBig <= 5 • numberMedi um + 50
1. numberBig >= 2000
J· numberBig > numbe rMedi um + numberSmal l
k. numberBig > numbe rMedi um AND numbe rBi g < numberSmall
I. numberBig = 100 OR numbe rBi g > numberSmall
m. numberBig < 10 OR numberSmal l > 10
n. numberBig = 300 AND numberMedi um = 10 OR numberSmal l = 1
o. wordSmal l > wordBig
p. wordSmall > wordMedium
2. Design a flowchart or pseudocode for a program that accepts two numbers from
a user and displays one of the following messages: First is larger, Second is larger,
Nurnbers are equal.

3. Design a flowchart or pseudocode for a program that accepts three numbers from
a user and displays a message if the sum of any two numbers equals the third.

4. Cecilia's Boutique wants several lists of salesperson data. Design a flowchart or

pseudocode for the following:
a. A program that accepts one salesperson's ID number, number of items sold
in the last month, and total value of the items and displays data message only
if the salesperson is a high performer-defined as a person who sells more
than 200 items in the month.
b. A program that accepts the salesperson's data and displays a message only if
the salesperson is a high performer-defined a person who sells more than
200 items worth at least $1,000 in the month.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 ASSESSMENT

PERFORMING MAINTENANCE
exercises ask students to modify
working logic based on new tes a gross production
requested specifications. This d by multiplying a player's •
's slugging percentage, and XXI
activity mirrors real-world tasks
that students are likely to ogram for Arnie's
85
encounter in their first programming for a refrigerator model
hes. Calculate the
jobs. the height, width, and

. • (the number of cubic inches

in a cubic foot). Th 'rogram accepts model names continuously until "XXX" is
entered. Use named onstants where appropriate. Also use modules, including
one that displays ' .job after the sentinel is entered for the model name.

Performing Maintenance
1. A file named MAINTENANCE02-01.txt is included with your downloadable
student files. Assume that this program is a working program in your
organization and that it needs modifications as described in the comments (lines
that begin with two slashes) at the beginning of the ftle. Your job is to alter the
program to meet the new specifications.

Find the Bugs

1. r downloadable files for Chapter 2 include DEBUG02-01.txt, DEBUG02-02.

, and DEBUG02-03.txt. Each file starts with some comments that describe
problem. Comments are lines that begin with two slashes(//). Following the
mments, each file contains pseudocode that has one or more bugs you must
d and correct.

2. ur downloadable ftles for Chapter 2 include a file named DEBUG02-04.jpg that

ntains a flowchart with syntax and/or logical errors. Examine the flowchart,
d then find and correct all the bugs.

1. rgam hold your interest, they almost always include some random,
predict le behavior. For example, a game in which you shoot asteroids loses
e of i fun if the asteroids follow the same, predictable path each time you
y. Ther ore, generating random values is a key component in creating most

GAME ZONE EXERCISES

, scanned, or duplicated, in whole or in part. WCN 02-200-202

 PREFACE MindTap

Other Features of the Text

This edition of the text includes many features to help students become better program-
mers and understand the big picture in program development.

•• • Clear explanations. The language and explanations in this book have been refined over
XXII
eight editions, providing the clearest possible explanations of difficult concepts.
• Emphasis on structure. More than its competitors, this bool, emphasizes
structure. Chapter 3 provides an early picture of the major concepts of structured
•
programming.
• Emphasis on modularity. From the second chapter onwards, students are encouraged
to write code in concise, easily manageable, and reusable modules. Instructors have
found that modularization should be encouraged early to instill good habits and
a clearer understanding of structure.
• Objectives. Each chapter begins with a list of objectives so that the student knows the
topics that will be presented in the chapter. In addition to providing a quick reference to
topics covered, this feature provides a useful study aid.
• Chapter summaries. Following each chapter is a summary that recaps the program-
ming concepts and techniques covered in the chapter.
• l(ey terms. Each chapter lists l<ey terms and their definitions; the list appears in the
order that the terms are encountered in the chapter. A glossary at the end of the bool<
lists all the key terms in alphabetical order, along with their working definitions.

MindTap
MindTap is a personalized learning experience with relevant assignments that guide stu-
dents in analyzing problems, applying what they have learned, and improving their think-
ing. MindTap allows instructors to measure sl,ills and outcomes with ease.
For instructors: Personalized teaching becomes yours with a learning path that is built with
l<ey student objectives. You can control what students see and when they see it. You can use
MindTap as-is, or match it to your syllabus by hiding, rearranging, or adding content.
For students: A unique learning path of relevant readings, multimedia, and activities is cre-
ated to guide you through basic knowledge and comprehension of analysis and application.
For both: Better outcomes empower instructors and motivate students with analytics and
reports that provide a snapshot of class progress, the time spent in the course, engagement
levels, and completion rates.
The Mind Tap for Programming Logic and Design includes coding labs in C + +, Java, and
Python, study tools, videos, and interactive quizzing, all integrated into an eReader that
includes the full content of the printed text.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
 Acknowledgments ,

Instructor Resources
The following teaching tools are available to the instructor for download through our
Instructor Companion Site at sso.cengage.com.
• Instructor's Manual. The Instructor's Manual follows the text chapter by chapter to •••
XX:111
assist in planning and organizing an effective, engaging course. The manual includes
learning objectives, chapter overviews, lecture notes, ideas for classroom activities, and
abundant additional resources. A sample course syllabus is also available.
• PowerPoint Presentations. This text provides PowerPoint slides to accompany each
chapter. Slides are included to guide classroom presentations, and can be made available
to students for chapter review, or to print as classroom handouts.
• Solutions. Solutions to review questions and exercises are provided to assist with grading.
• Test Bank®. Cengage Learning Testing Powered by Cognero is a flexible, online system
that allows you to:
• author, edit, and manage test banl< content from multiple Cengage Learning
solutions,
• create multiple test versions in an instant, and
• deliver tests from your LMS, your classroom, or anywhere you want.

Additional Options
• Visual Logic™ software. Visual Logic is a simple but powerful tool for teaching
programming logic and design without traditional high-level programming language
syntax. Visual Logic also interprets and executes flowcharts, providing students with
immediate and accurate feedbacl<.

Acknowledgments
I would like to thanl< all of the people who helped to mal<e this book a reality, especially
Alyssa Pratt, Jennifer Feltri-George, I(ristin McNary, I(ate Mason, and all the other
professionals at Cengage Learning who made this bool< possible. Thanks, too, to my
husband, Geoff, and our daughters, Andrea and Audrey, for their support. This bool<, as
were all its previous editions, is dedicated to them.
- Joyce Farrell

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Discovering Diverse Content Through
Random Scribd Documents
 The Project Gutenberg eBook of The
Rogerenes: some hitherto unpublished annals
belonging to the colonial history of
Connecticut
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: The Rogerenes: some hitherto unpublished annals

belonging to the colonial history of Connecticut

Author: John R. Bolles

Anna B. Williams

Release date: September 30, 2017 [eBook #55651]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by KD Weeks, Donald Cummings, Bryan Ness

and the
Online Distributed Proofreading Team at
http://www.pgdp.net
(This file was produced from images generously made
available by The Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK THE ROGERENES:

SOME HITHERTO UNPUBLISHED ANNALS BELONGING TO THE
COLONIAL HISTORY OF CONNECTICUT ***
 Transcriber’s Note:
With the exception of single footnote (A) appearing in
the Index, all notes have been collected at the end of the
text, and are linked for ease of reference.
Footnotes have been renumbered sequentially across
the text for uniqueness. Three footnotes (now numbered
71, 114, and A) are referenced twice in the text.
Minor errors, attributable to the printer, have been
corrected. Please see the transcriber’s note at the end of
this text for details regarding the handling of any textual
issues encountered during its preparation.
Any corrections are indicated using an underline
highlight. Placing the cursor over the correction will
produce the original text in a small popup.

The cover image has been modified to include

information from the title page, and is placed in the
public domain.
 THE
ROGERENES
SOME HITHERTO UNPUBLISHED ANNALS
BELONGING TO THE COLONIAL HISTORY OF
CONNECTICUT

PART I.
A VINDICATION, by John R. Bolles

PART II.
HISTORY OF THE ROGERENES
BY
Anna B. Williams

APPENDIX OF ROGERENE WRITINGS

Printed for the Subscribers

Stanhope Press
F. H. GILSON COMPANY
BOSTON U.S.A.
COPYRIGHT, 1904, By ANNA B. WILLIAMS
SPRINGFIELD, MASS.

ALL RIGHTS RESERVED

Published July, 1904

 CONTENTS.

PART I.

A VINDICATION.

CHAPTER I.

Errors of historians regarding the Rogerenes. James 19-36

Rogers and his family. Rogerenes first people in
Connecticut to denounce taxation without
representation. Fines of the Rogerenes. Their
interruption of meetings not without reasonable
cause. John Roger’s contribution of a wig to the New
London ministry and his apology for the same.
Progressive character of the Rogerene movement.
Heroism of the Rogerenes under fines. Suit of
Governor Saltonstall against John Rogers. Its illegal
character. Rev. Mr. McEwen’s attacks on the
Rogerenes. Sufferings of the Rogerenes. Quotations
from John Rogers and John Bolles regarding
persecutions. Scourging of Rogerenes, 1725, for
travelling to one of their own meetings on Sunday
 CHAPTER II.

Rev. Mr. Saltonstall. His charge of blasphemy against 37-50

John Rogers. Statements of John Rogers, 2d,
regarding this charge and the punishments inflicted
upon John Rogers on account of it. John Rogers fined
regularly once a month without regard to his
innocence or guilt. His nearly four year’s
imprisonment at Hartford immediately followed by Mr.
Saltonstall’s suit for defamation, by which a
subservient jury awarded Mr. Saltonstall the
enormous sum of £600 for damages. No admission of
fault from the ecclesiastical side. The case for the
Rogerenes. John Roger’s own account of his
imprisonment upon charge of “blasphemy.” Mr.
McEwen avers that the Rogerenes persecuted the
Congregationalists and makes no mention of the
persecutions of the Rogerenes at the hands of the
Congregationalists, which called forth the efforts in
their own defense. Appropriate lines from Mother
Goose. Mr. Byles apparently as much displeased with
the Congregationalists as with the Rogerenes

CHAPTER III.

Truth and falsehood. Toleration not the word. The most 51-60
calumniated person in the world. “Blessed are ye
when men shall persecute and revile you.” John
Rogers and his followers would seem entitled to this
blessing. Inexcusable misstatements made by Mr.
McEwen. Cause of the divorce of John Rogers and
Elizabeth Griswold as stated by their son, John
Rogers, 2d. A shining exception to the erroneous
 statements of historians in general, on this subject,
shown in a quotation from Saulisbury Family
Histories. Singularly absurd statement by Rev. Mr.
Saltonstall quoted by Mr. McEwen. Similar statement
by Peter Pratt. Reply of John Rogers, 2d, to the same,
giving some account of his father’s sufferings on
account of his religion. Quotations from Trumbull
indicating some of the fines imposed upon the
Rogerenes on account of their religious persuasion.
Mr. Saltonstall “a great man” according to Bible text
as well as by statements of historians

CHAPTER IV.

Quotation from Peter Pratt’s calumnious work and 61-72

quotations from Reply of John Rogers, 2d, to same,
giving account of the forced separation of John
Rogers from his first wife, his marriage to Mary
Ransford and his forced separation from her. Verses
by Peter Pratt. Verses by John Rogers, 2d, in reply to
the same. Tribute of Peter Pratt to the character of his
half brother, John Rogers, 2d. Tribute to same by Miss
Caulkins

CHAPTER V.

“Nine and twenty knives.” Rev. Gurdon Saltonstall, 73-80

author of a plot for the purpose of incarcerating John
Rogers for life. John Roger’s account of this plot and
the barbarous punishments inflicted upon him in
consequence. The purpose to send him to Hartford
prison as a lunatic. His escape to Long Island. Copy of
 “Hue and Cry” sent after him. Crime of charging sane
persons with insanity for malign purpose

CHAPTER VI.

Strictures on a Discourse delivered by Rev. Thomas P. 81-97

Field of “The First Church of Christ” of New London,
1870. Quotations from the work of John Bolles,
entitled “True Liberty of Conscience is in Bondage to
no Flesh.” Account of John Bolles by his biographer.
The unceasing efforts of the Rogerenes, from first to
last, in the cause of religious liberty must, of
necessity, have aided that cause in Connecticut.
Deacon John Bolles, of Hartford, grandson of John
Bolles and brother of Rev. David Bolles. Tribute to
Deacon John Bolles by Dr. Turnbull, in 1856. Judge
David Bolles, son of Rev. David Bolles and author of
“The Baptist Petition.” The Bolleses Bonapartes in the
contest for religious liberty. Frederick D. Bolles, first
editor of the Hartford Times, established in 1817. The
subject of religious freedom its main topic. Quotations
concerning this paper, its editor Frederick D. Bolles,
and the associate editor, John M. Niles

CHAPTER VII.

Further comments on the Half-Century Sermon of Rev. 98-120

Mr. McEwen. Posterity of the Rogerenes. Mention of
prominent citizens of New London of Rogerene
descent. Lawyers, ministers, and physicians of this
descent. Non-employment of physicians by the
Rogerenes. Anecdote concerning Joshua Bolles of
 Bolles Hill. Mention of professors, wealthy merchants,
brokers, artists, editors, authors, and teachers of
Rogerene descent. Tribute to the memory of the
author’s sister, Delight Rogers Bolles. The “First
Church of Christ” removed to a new location called at
the time “Bolles Hill.” The Petrified Fern.—An obituary
notice of John Rogers Bolles, author of “A Vindication
of the Rogerenes”

PART II.

THE GREAT LEADERSHIP.

1637-1721.

CHAPTER I. (1637-1675.)

James Rogers the Connecticut planter. Soldier in the 121-137

Pequot war, from Saybrook. At Stratford, at Milford, at
New London. Is the principal business man of New
London. His children; their marriages. Conversion of
his son John and connection with Seventh-Day Baptist
Church of Newport. Consternation and opposition of
Matthew Griswold and family. Wife of John Rogers
persuaded by her relatives to return to Blackhall. John
and his brothers are baptized by immersion and join
the Newport church. John Rogers founds a church in
New London, under that at Newport. Griswold Petition
for divorce. Arrest of John Rogers on accusation by
the Griswolds. His examination and acquittal at
Hartford
 CHAPTER II. (1675-1683.)

James Rogers and his wife and daughter are baptized 138-155
by immersion and become members of the church of
which John Rogers is pastor. General Court grants the
petition for divorce. Authorities deal with the
Rogerses for non-attendance upon the services of the
Congregational Church and for “servile labor” on the
first day of the week. John Rogers baptizes his
brother’s wife by immersion, in the Cove near the
Main Street. He is imprisoned for the same. The
Rogerene church shows independence of that at
Newport. Severe persecution of the Rogerenes. Their
first countermove. James Rogers and his sons and
daughter are imprisoned

CHAPTER III. (1684-1691.)

John Rogers, Jr., continued in custody of the Griswolds, 156-169

on account of the “hettridoxy” of his father.
Rogerenes fined and imprisoned for “servile labor” on
the first day of the week. To be punished “at
discretion of the judges.” Second Rogerene
countermove. Rogerenes imprisoned and whipped.
John Rogers and James, Jr., fined for baptizing by
immersion. Rogerenes “declined to Quakerism.”
Return of the daughter of John Rogers to her father.
Death of James Rogers, Sr. His will. Error of Miss
Caulkins regarding “contention” among the children.
Widow executes deed of trust. Marriage of daughter
of John Rogers at her father’s house; John Rogers, Jr.,
 a wedding guest. Rev. Gurdon Saltonstall succeeds
Rev. Simon Bradstreet. Samuel Rogers. Religious
status of Rogers family in 1690. John Rogers sends a
wig to the Congregational contribution for Mr.
Saltonstall. His apology for the same

CHAPTER IV. (1691-1694.)

Impaired condition of the widow of James Rogers, and 170-182

difficulties arising from this cause. John Rogers
imprisoned for entertaining Quakers at his house.
John Rogers continues to secure converts from the
Congregational Church and to attract the attention of
certain prominent citizens. The sole case of
disagreement on the part of any child of James
Rogers regarding division of the estate; Joseph finds
that boundaries, drawn by the men appointed by the
court to make division of the estate, give a house and
lands which have been considered his own to his
brother Jonathan. Plot of Gurdon Saltonstall to secure
John Rogers in prison at a distance from New London.
Unexpected countermove by John Rogers. His sister
Bathsheba in the stocks. His imprisonment in New
London jail. He hangs a Proclamation out at his prison
window. Sent to Hartford jail, pending trial for
“blasphemy”

CHAPTER V. (1694-1698.)

John Rogers tried at Hartford on charge of blasphemy. 183-194

Placed on the gallows with a rope about his neck.
Returned to Hartford prison for refusal to give bonds
 for “good behavior.” Burning of the New London
meeting-house; attempt to secure conviction of
Bathsheba Smith and John Rogers, Jr., for complicity
in same. John Rogers, Jr., and William Wright charged
with assisting a prisoner to escape from Hartford
prison. William Wright imprisoned at Hartford.
Merciless and mysterious scourging of John Rogers in
Hartford prison. Remonstrance of dissenters at New
London. Death of Joseph Rogers. John Rogers, Jr.,
complained of before the General Court, for
publishing and circulating “a book counted heretical”
“up and down the colony.” John Rogers released from
Hartford prison after an imprisonment of nearly four
years. He protests against an unjust decision of the
Superior Court, in regard to William Wright, and is
fined for Contempt. Death of Jonathan Rogers. Rev.
Gordon Saltonstall recovers £600 from John Rogers
on a trivial pretext. Death of widow of James Rogers

CHAPTER VI. (1698-1705.)

John Rogers returns to his Mamacock farm. Life at 195-211

Mamacock. Mary Ransford. Her attachment to John
Rogers and willingness to become his wife in a
manner differing from that of his first marriage, which
marriage he considers never to have been rightfully
annulled. Opposition of his son to the match. The
marriage is consummated. John Rogers, Jr., marries
and brings his bride to Mamacock. Displeasure of
Mary. Disagreement between her stepson and herself.
Mary fined for the birth of her first child. Her husband
appeals and the fine is remitted. John Rogers, Jr., and
his stepmother before the court. Affidavit of John
Rogers, equally condemning and excusing either
 party. Attempt of John Rogers to shield his second
child from brand of illegitimacy. His wife’s lack of
courage to second his endeavors. Her imprisonment
and escape to Block Island. Romantic scene between
John Rogers and his first wife. Visit of John Rogers to
Samuel Bownas, while the latter is imprisoned on
Long Island. John Rogers gives up the Seventh Day
Sabbath, being convinced, by study of the New
Testament, that the Jewish Sabbath was done away
with by the new dispensation

CHAPTER VII. (1707-1711.)

John Bolles leaves the Congregational Church to join the 212-226

Rogerenes. His courageous stand. Mr. Saltonstall
elected governor. Peter Pratt a Rogerene. Dilemma of
John Rogers as executor. Captain James and son
James to the rescue. Joan Jackson. Her husband and
John Rogers accused of stealing her from Samuel
Beebe at Plumb Island. Trial and unjust verdict, by
which a freed slave is given over with her children to
perpetual servitude. John Rogers condemns this court
sentence and is imprisoned for refusing to give bonds
for “good behavior” until his appearance for trial
before the Superior Court. His Petition ignored.
Heavily fined by Governor Saltonstall as judge of the
Superior Court, and again imprisoned for refusing to
give bonds for good behavior. Seizure of land of John,
Jr., for a fine of his father

CHAPTER VIII. (1711-1714.)

Authorities pretend to fear that John Rogers may 227-241
escape from New London prison. He is placed in
irons. Conveyed to the solitary and unfinished “inner
prison.” At death’s door. Rescued by the midnight
outcry of his son. Death of his sister Bathsheba. His
release. Settlement of remainder of the James Rogers
estate. Effort to illegally arrest and imprison John
Rogers for “attempt to baptize” a person, which
purpose failing, Governor Saltonstall issues a warrant
for his arrest on charge of insanity. Imprisoned on
this charge and window of prison darkened by a
plank. Protest in behalf of John Rogers by an English
lieutenant. Mob in favor of prisoner tear the plank
from the prison window. Evening examination of John
Rogers by Governor Saltonstall in regard to his mental
condition. Plot to secure dark and solitary
imprisonment of John Rogers in Hartford jail. John
Rogers informed of the plot. Escapes by night to Long
Island. “Hue and Cry” sent after him. John Rogers, Jr.,
fined for his outcry in the night. John Rogers is
favored by the governor of New York. Returns to New
London and attempts to secure trial of the judges
who conducted the unfair trial by which Joan Jackson
was consigned to slavery. Is non-suited by influential
enemies. Death of Samuel Rogers. Death of Captain
James Rogers. Marriage of John Rogers to Sarah Cole

CHAPTER IX. (1716-1720.)

Rogerenes aroused by attempts at more strict 242-254

enforcement of the ecclesiastical laws. A
countermove. Specious public promise of Governor
Saltonstall. Arrest of Sarah, wife of John Bolles, for
“breach of sabbath.” She rebukes the judge for his
 unjust verdict. Her long imprisonment. Court scene
relating to the imprisonment of Sarah Bolles. John
Rogers declares the indictment in this trial to be a
false charge and has the sympathy of the jury. Sarah
Bolles loses her child in prison and lies at the point of
death. She is rescued from the prison, by a party of
friends and sympathizers, and carried home on a bed.
Countermove by John Waterhouse. His trial and
imprisonment. Disappearance of the doors of New
London prison. John Waterhouse under suspicion.
Parentage and character of John Waterhouse. John
Bolles examined on charge of complicity in the
carrying off of the doors

CHAPTER X. (1721.)

John Waterhouse arrested and imprisoned for baptizing 255-267

Joseph Bolles. Countermove by John Bolles and wife.
Seizure of Rogerene property for rebuilding
Congregational meeting-house. Rogerenes hold noon
meeting in Congregational church. Governor
Saltonstall absent. Noon meeting repeated. Governor
Saltonstall present. Rogerenes attacked by a church
party mob. Leaders imprisoned. John Bolles
maltreated. John Waterhouse whipped for baptizing
Joseph Bolles. Smallpox epidemic in Boston. John
Rogers goes to Boston to aid the sufferers, having,
ever since his conversion, made a practice of visiting
the sick, and especially those afflicted with this
malady. His return home. He is prostrated with the
disease. Action of Governor and Council at New
Haven. Mamacock quarantined. Death of John
Rogers. Fidelity of his followers. Succeeding
leadership of the Rogerene Society
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